So what is Networked Learning?

rdUTCp31UTC10bUTCWed, 03 Oct 2007 03:10:22 +0000 13, 2007

OUR WIKI TASK

Filed under: Uncategorized — melanie1987 @ 9:53p10

The following are six general approaches for how wikis could be implemented around schools.

Approach 1: Student Journaling
Instructors want students to journal for a number of reasons: to demonstrate writing proficiency, to expose understanding (and misunderstanding) of conceptual knowledge, to establish the habit of regular reflection, and to engage in meta-cognitive reflection, to name a few. The wiki allows students to journal for their own benefit, or for peer or instructor review.

Approach 2: Personal Portfolios
By enabling students to collect and organise digital assets such as class notes, images, Web resources, and PowerPoint slides, the wiki can help learners to make connections between and among those assets.

Approach 3: Collaborative Knowledge Base
In the more classic use of the wiki, groups can use the environment to create a shared knowledge base of information. This can be used to allow students to develop a project in small groups, to work on a small piece of a larger class project, or even to have students themselves create and maintain the course Web site.

Approach 4: Research Coordination and Collaboration
The wiki allows multiple collaborators who are separated by physical space to collect ideas, papers, timelines, documents, datasets, and study results into a collective digital space. Researchers can also use the space to store draft files for their papers: MS Word, LaTEX, or even writing directly into the Web pages of the wiki. Additionally, funders and junior researchers can be given “read only” access to all or certain parts of the space.

Approach 5: Curricular and Cross-Disciplinary Coordination
As departments become increasingly creative in their efforts to accommodate more students in a distributed/blended learning environment, curricular coordination among faculty and T.A.s gets increasingly important. The wiki allows for departmental personnel, instructors, and teaching assistants to organize common course assets, such as syllabi, office hours, and assessments, without having an endless email chain or difficult to schedule face-to-face meetings.

Approach 6: Conference and Colloquia Web Site/Coordination
Many departments, schools, and scholarly centers at the university have academic conferences and colloquia. By allowing presenters and attendees access to add and edit content, the conference wiki can serve as a resource before, during, and after the event itself. The wiki can also be used by conference administrators as a means of organizing the event.

Of course, there are many other ways to use the wiki in an academic setting.

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so…..

Having successfully mastered the various web 2.0 technologies, and have already had the experience of working collaboratively, we were now set the challenge of designing a project for a group of 4 students to work on collaboratively.

Through our study we have already looked at the main issues and themes that emerged when using web 2.0 technologies (see below); and we will need to keep these in mind when constructing a Learner Project designed to incorporate as many as possible.

1. How are students motivated to be engaged in this kind of learning?
2. Is the collaboration being done in a way that requires all to contribute equally?
3. Does this web 2.0 technology really add educational value and improve learning?
4. How do students effectively communicate when working together using web 2.0?
5. What happens to students who do not have access, or the skills to use the web 2.0 applications?
6. How reliable is the information, what should be used and how private should it be?

In order to create this Learning Project we are required to follow a structured approach (scaffold of learning)

• Review articles and research on leading minds in the field of Web 2.0 technologies – minimum 5 works [http://www.cs.tcd.ie/Sara.Bradshaw/portfolio/research/respaper.doc]
• Clearly identify your topic – must be your teaching major, and choose appropriate syllabus dot points
• Research Hattie’s Characteristics of an Expert Teacher, and attempt to meet this criteria in your group project http://www.acer.edu.au/documents/RC2003_Hattie_TeachersMakeADifference.pdf
• Research Bloom’s Taxonomy – Newer Version, and make sure you are operating at the higher order of thinking http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
• Research Gardner’s Multiple Intelligences, and make sure you are catering for a variety of learning styles http://www.tecweb.org/styles/gardner.html
• Make sure you are following the developing the lesson scaffolding (keeping in mind Piaget, Vygotsky, Glasser, Reikurs, Cantor, Skinner, Bloom and Gardner’s theories and methods)
• Need to also consider the motivations of learning, and the factors upon which they depend
• MUST include a variety of Web 2.0 technologies through which the students (and PARENTS must play a integral role in the task) will be able to learn collaboratively

This task follows the premise: WE LEARN BEST WHEN TEACHING OTHERS

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